ࡱ> VXSTUq` GbjbjqPqP 8P::% t t t  0\0\0\8h\|]t ]b"bbbemo?$0hb)t de@e) bb>b Rbt b??6%R "t b] xI0\LT0!f8t p^w{>Wppp))Ivppp (,4( ,4  e-Quality Newsletter Spring/Summer Edition 2009  TOC \o "1-1" \h \z \u  HYPERLINK \l "_Toc229542383" e-Quality Newsletter Spring/Summer Edition 2009  PAGEREF _Toc229542383 \h 1  HYPERLINK \l "_Toc229542384" A learner perspective  PAGEREF _Toc229542384 \h 6  HYPERLINK \l "_Toc229542385" LexDis - Agile users of technologies for e-learning.  PAGEREF _Toc229542385 \h 8  HYPERLINK \l "_Toc229542389" The power of the switch!  PAGEREF _Toc229542389 \h 10  HYPERLINK \l "_Toc229542390" Vinux  PAGEREF _Toc229542390 \h 13  HYPERLINK \l "_Toc229542391" Writing for listening  PAGEREF _Toc229542391 \h 15  HYPERLINK \l "_Toc229542392" A week in the life of a Learning Technology Advisor at Edinburgh University  PAGEREF _Toc229542392 \h 21  HYPERLINK \l "_Toc229542393" Computing classes for visually impaired learners a success story at Borders College  PAGEREF _Toc229542393 \h 23  HYPERLINK \l "_Toc229542394" Bills story a learners perspective  PAGEREF _Toc229542394 \h 25  HYPERLINK \l "_Toc229542395" Events  PAGEREF _Toc229542395 \h 26  HYPERLINK \l "_Toc229542396" Probably the best e-Inclusion event in the world!  PAGEREF _Toc229542396 \h 27  HYPERLINK \l "_Toc229542397" Keeping CALM @THE MET!  PAGEREF _Toc229542397 \h 29  HYPERLINK \l "_Toc229542398" Getting the best from Google hints and tips to improving your web search  PAGEREF _Toc229542398 \h 31  HYPERLINK \l "_Toc229542399" Providing student feedback by video  PAGEREF _Toc229542399 \h 34  HYPERLINK \l "_Toc229542400" Mac-cessible?  PAGEREF _Toc229542400 \h 36  HYPERLINK \l "_Toc229542401" News: New in Assistive Technology  PAGEREF _Toc229542401 \h 41  Rebuild it and they will come? Julie MacRitchie is a Learning Assistant for the Learning Resources Section and Jasmine Lapointe is a Learning Assistant in Learning Support for the Faculty of Integrated Curriculum Services at Jewel & Esk College. In order to support the general student population, the Learning Support Team at Jewel & Esk College has created a wealth of resources that all students and staff can access on Discover the Colleges Virtual Learning Environment (VLE). These resources range from advice on study skills, numeracy and writing to guides on assistive technology and a question forum. As a Learning Assistant in Learning Support, it is my responsibility to maintain the LS page and while making some minor changes to the page in October, I started to examine the user statistics on Discover. The results were disappointing. Although the resources were relevant and contextual, the numbers clearly showed that the students and staff members werent accessing them. Clearly more had to be done to make the site more engaging and to raise awareness of its existence to staff and students. My Line Manager suggested making the format more user-friendly with more use of colour and images rather than blocks of text. He also wanted the central feature of the page to be a mind map, with information linked to each sub branch to ensure information relevant to the user could be easily identified and accessed. Working alongside Julie MacRitchie, a Learning Assistant in Learning Resources, we had to consider the diverse range of students - differing disabilities, age, English as a second language, all of which have different needs and requirements. We also had to try and work within the constraints of the structure of a course on Moodle, an open source virtual learning environment (VLE). The Learning Support course is divided into 9 sections and is in a mind map layout: Learning Support, Meet the Team, Question Forum, Reading, Writing, Study, Numeracy, Special Arrangements, Specialist Software and Hardware. These sections were identified as the areas that would be of most benefit to students and where students have historically required/requested the most support. So why use a mind map layout? A mind map offered a simple, visual navigation system, which enables students to see the connections between sections and easily identify what kind of information they can find in each section. Also, we believed that a mind map would help students access the information they do want without having to scroll through information that they dont. Learning materials Many of the learning materials are currently Word documents; however, we envisage that these learning materials will become as flexible as possible with the provision of alternative formats. Students would then be able to choose the best format to suit their needs e.g., video, imagery alongside text, and increased interactivity of learning materials. A learner perspective Mhairi MacMillan is a Senior Lecturer at Aberdeen College and a year 2 student on the Post Graduate Diploma in Inclusive Practice Course at Aberdeen University. As part of her course, Mhairi recently completed a research project on the use of paper based and electronic learning diaries with Access Level students who have additional learning needs. In this article, Mhairi provides a brief synopsis of her research findings. This small scale practitioner research assignment aimed to ascertain the views of students who have additional learning needs who are following part time, access level courses, about their use of paper-based and electronic learning diaries. The findings, based on interviews with learners, showed that these learners appreciated the opportunity afforded by both paper-based logs and electronic blogs to record, keep track of and reflect on their learning. All learners expressed a preference for using blogs. Privacy The blogging software used by learners was made available within the confines of the Colleges virtual learning environment (VLE) and learners decided to limit readership of their blogs to the individual student and their lecturer. This decision to limit readership may have emphasised similarities between blogs and a stereotypical view of diaries as private, reflective writing tools: all learners spoke of a sense of privacy which they valued, when using the blog. Storytelling Learners also spoke of a sense of freedom when creating blog entries, of the opportunity for self-expression and for story telling. This was unexpected and challenged assumptions about literacy difficulty and support: in particular an assumption that learners who experience difficulty with literacy are unlikely to enjoy independent, creative writing activities. Thoughts and Feelings Writing about thoughts and feelings was a recurring theme in participants discussions of the blog: for some learners the blog appeared to serve simultaneously as a learning log and a personal diary. One learner reported a feeling of speaking to her blog; another composed her blog entries as if addressing a second person and a third spoke of the blog as a tool which enabled her to focus her thoughts. Concerns The use of the blog tool as a learning/personal diary may raise uncomfortable questions about appropriate levels of learner self disclosure and lecturer response to blog entries. Nevertheless, the learners in this study clearly enjoyed and felt that they benefited from their use of the blog as a learning diary. LexDis - Agile users of technologies for e-learning. EA Draffan is a member of the Research staff in the Learning Societies Lab at the University of Southampton. The LexDis project, funded by JISC, was set up to explore the e-learning experiences of disabled students in the University of Southampton. The aim was to increase understanding of the issues that might arise with the many interactive elements that make up an online environment and provide illustrations of the student strategies through a series of case studies. All the strategies, provided by the students have been linked to the difficulties encountered with certain tasks rarely are particular disabilities mentioned. These strategies can be seen when working through the online database at  HYPERLINK "http://www.lexdis.org " www.lexdis.org which allows you to also browse: Guides for staff and students to help make e-learning materials easier to use and accessible. Some guides have been developed to aid DDA compliance. Applications that students use during their online learning that may cause issues. Assistive Technologies that students use with their strategies to solve some of the issues arising. These are wide ranging and not just those thought of as the usual access or enabling technologies that may be deemed as VAT exempt. We have also pulled together handy hints and tips on technologies that we hope will help those working with online teaching and learning resources. The main points that came out of the research were that: Disabled students can be very agile technology users, and it is important to respect and support their learning preferences, skills and abilities. Time to complete work and having to make complex digital decisions about whether to use certain technologies or take time out for training on new technologies are constraints affecting disabled students more than others. A flexible and proactive approach to the provision of online accessible resources is welcomed by all disabled students being able to download notes, handouts, videos and audio files is essential for some and invaluable for others. The power of the switch! Jim Thomson is a lecturer in Music and IT in the Support for Learning section at Reid Kerr College. In this article Jim highlights his work with learners who have complex learning and access needs. Since 1999 I have run music and information technology (I.T.) classes in the Support for Learning section of Reid Kerr College, Paisley, both in college and on outreach, for students whose learning difficulties range through the spectrum from moderate to profound and multiple, sometimes referred to as PMLD. In this article I would like to consider some of the ways technology helps attain class aims and objectives, increases motivation and enhances each students learning potential and experience. Switch Access Wallace Court is a residential service run by Capability Scotland. Thanks to specific fundraising efforts the Day Centre now has an iMac, projector and screen as well as a range of input devices appropriate to the physical and cognitive abilities of individual students. This technology allows the class to work as a team while accessing and downloading material from the internet: using the Crick USB Switch Box and USBKeys software, four members simultaneously operate single switches with different functions (e.g. left click, double-click, enter, space) and two others use a joystick and keyboard. A short video of this process in action can be seen at http://melvich.pwp.blueyonder.co.uk/wcinternet.htm. YouTube Channel In response to their enthusiasm for YouTube, the class now has its own channel. To view the channel go to  HYPERLINK "http://www.youtube.com/WallaceCt08" http://www.youtube.com/WallaceCt08 . I have also put together a switch accessible website for selection of their favourite music videos - www.switchmusic.org.uk - using SwfnSlide, a programme which works with all popular image and audio formats and outputs interactive slide shows in Macromedia Flash format ( HYPERLINK "http://www.verticalmoon.com/products/swfnslide" www.verticalmoon.com/products/swfnslide). Mouse Skills To improve mouse skills, a free account has been set up at jigzone.com where photos and screenshots can be uploaded and converted into jigsaws of selected complexity then solved online, giving practice in drag and drop skills. Rosewood Day Centre, run by the Mungo Foundation, is for PMLD service users and is equipped to meet their additional needs. My class is held in the black room, which contains a range of sensory devices that can either be controlled by class members or set up to run automatically (e.g. fibre optics, infinity tunnel, bubble tube, overhead lights). In addition the MIDIcreator unit (www.midicreator-resources.co.uk) and SoundBeam (www.soundbeam.co.uk) let students manipulate or create sound and music through the use of appropriate switches or by body movement. All these devices allow students to control their environment and access experiences that would otherwise be impossible because of their degree of disability. Resources Working closely with centre staff I have put together a range of client-specific HyperStudio stacks, reflecting individual needs and interests, to develop switch or mouse click skills when operating the iMac - some only require a single click, others offer options through sequential scanning. Interactivity In college I run two very different music groups. One is a song writing class comprising of 18 students of mixed abilities - the other is for eight PMLD students, the majority of whom have limited verbal communication. In both classes technology helps ensure inclusion regardless of complexity of needs. For the small group an iBook connected to a TV screen and external speakers enables students to express their musical preferences by means of a click-through HyperStudio stack. Each card contains a students photo and a button which, when selected, has the computers synthesised voice speak what kind of music that student enjoys. In the songwriting class, all members work as a group to produce the lyrics and tune, which are then recorded. For those with reading difficulty the lyrics are displayed on an overhead projector with clipart and photos above the text providing prompts of words or phrases. This is compiled either on PowerPoint or HyperStudio. At the recording stage Audacity, a free cross-platform sound editor and recorder (www.audacity.sourceforge.net) allows for lines or verses to be recorded separately then joined together, removing the need to memorise an entire song. The final recording, converted to mp3 format, can be bluetoothed to mobile phones or put on students mp3 players and all members get a compilation CD at the end of the year. To summarise, I have found that IT is relevant and beneficial to all students, though there is generally a requirement for ongoing liaison with carers and centre staff to determine needs, interests and abilities. The use of IT can enhance self confidence, social skills, communication skills, motor skills and problem-solving skills as well as a wider range of abilities. It can also provide severely disabled students with the opportunity to interact with and control aspects of their environment, perhaps for the first time. Vinux Dr. Anthony Sales is a lecturer at the Royal National College for the Blind. You may be familiar with the Windows Operating System (OS) for example, Windows XP and Windows Vista, but did you know theres an open source operating system which is free? The popularity of Linux as a desktop and laptop operating system has been growing lately due to the rise of  HYPERLINK "http://en.wikipedia.org/wiki/Netbooks" \o "Netbooks" netbooks (see the Winter edition of e-Quality for Martins Netbook review). One of the features of open source software is that users can adapt and change the software to either improve or adapt it to meet the needs of different users. Tony has spent many hours of his spare time adapting Linux and consequently has developed a fully accessible version of Linux for visually impaired users called Vinux, an operating system which features powerful and flexible screen reader and magnification applications all for free! Vinux is a customised version of the popular Ubuntu Linux distribution optimised to meet the needs of visually impaired users by default. Vinux comes in the form of a live CDwhich you place in the CD drive and then restart your computer. When your computer restarts the screen-reader is automatically activated. In addition USB Braille displays are automatically detected and full screen magnification can be turned on/off with a simple keystroke. Vinux also provides an attractive visual interface which makes it suitable for sighted, partially sighted and blind users. You can navigate the menus and applications using the screen-reader and/or Braille display or alternatively switch this support off and use the full screen magnification. This is an ideal way of introducing visually impaired users to the Linux operating system which offers a free and open-source alternative to expensive proprietary software, such as Windows or the Mac OS. This is very safe and secure way to let someone experience Linux and experiment without taking any risks or making any changes to your computer. You can continue to use Vinux as a live CD or install it to your hard drive either alongside Windows or as a complete desktop replacement. It is also possible to install and run Vinux from a USB memory stick if your computer can start from a USB drive. If you are interested in trying Vinux or would just like to know more about it please visit the current project website at HYPERLINK "http://vinux.org.uk/" \o "blocked::http://vinux.org.uk/"http://vinux.org.uk/  or contact Dr. Anthony Sales at the Royal National College for the Blind HYPERLINK "mailto:tony.sales@rncb.ac.uk" \o "blocked::mailto:tony.sales@rncb.ac.uk" tony.sales@rncb.ac.uk Writing for listening Jean Hutchins is a founder member of the British Dyslexia Association (BDA) and sits on the New Technologies Committee. In this article Jean highlights good practice and some hints and tips when writing for dyslexic readers. Writing for visual dyslexic readers. This area has had a lot of attention. We know about non-white paper, big Sans Serif font, no italics or underlining, wide margins to create short lines and show white space, wide line spacing, line spaces between paragraphs, left justification only, short, non-passive sentences and short paragraphs, full terms for abbreviations and acronyms, bullet points, indentations, pictures, internal and external hyperlinks, etc. Users should be able to set their own preferences for viewing (and for listening as well). Heading Styles set in Word will enable Outline, Document Map, an automated Table of Contents with links, and will save as bookmarks in documents which have been properly converted to Adobes portable document format (PDF). Reading by listening and viewing. Most dyslexic readers want to listen and follow the text at the same time. This is, of course, the multisensory principle that we apply in dyslexia tuition. In recent years, text readers, i.e., software programs that read text using a synthetic voice have greatly improved and can be beneficial to learners with dyslexia. The following case studies are statements from students who use text reading software and prefer a multisensory approach to support their learning. Paul said that when he wants to concentrate on the content, he just listens. When he wants to improve his reading, he looks and listens Roy wants to see and hear. He likes to copy and paste sections of text into his preferred text-reader, for example ReadPlease which can be downloaded for free. ReadPlease keeps the text still as it highlights and it does not reverse the font colour to white as most text-readers do. William wants to listen with highlighting in a format that looks exactly like the printed version, so that he can mark the printed copy for reference. This multisensory experience helps him to comprehend and remember the content. He prefers to use WordTalk which is free software and integrates with Microsoft Word. WordTalk will read content back to William so he can also use it to proof read his work. ClaroRead, TextHELPs Read and Write Gold and Kurzweil 3000 will also do this in Word. These programs also offer additional multisensory features such as saving text to audio, eg, mp3. TextHELPs Read and Write Gold can also read and highlight text in PDF documents via PDFaloud. William (the most severely dyslexic person that his DSA Access assessor had ever seen) is learning to read from constant listening while seeing the words. He also finds voice recognition helpful too. With voice recognition William can dictate a word that he cannot spell and when it appears on the screen he then thinks, Oh that is what it looks like. However, it must be remembered that voice recognition can incur a lot of training to achieve a level of accuracy. When he is listening to easy text, William uses a synthetic voice. His preferred voice is Scansoft Daniel although he also switches to Jane but at a slower speed for more complex text. His adult dyslexic group reviews its previous AGM minutes by listening while seeing the words highlighted on a big screen. Writing for listening. So writing for listening includes everything that we have suggested for visual readers. There are a few conflicts in this. The following contains some hints and tips when writing for text readers. If you must use sets of initials with vowels, be aware that text-readers will often say them as words. That is fine for SENCo, but not for HE, HI, NUT, VI, etc. which need full stops in between each letter. Visual readers like images, but any essential words in them will not be read, and therefore should be included in the text as well. By this I mean it is important to add a text description that explains what the image is about. Text boxes look attractive but in Word one has to click on each box separately. It is better to use borders. Tables and charts are good visually, but table cells in Word repeat endlessly and require manual progression. Perhaps writers can use tabulation. Charts may be images which text-readers find difficult to read. Listening aspects. Do use. Punctuation after headings, sub-headings, numbers and bullet points to make the voice pause and drop in tone as human readers do. Punctuation helps Adobe Reader Read Out Loud for PDFs on and off-line. Otherwise it gabbles until it finds a stop. Manual numbering because text-readers do not all say automated numbering. Chunked phone numbers, e.g. Tel: 0845 251 9002. Long numbers may be read as millions and hundreds of thousands. Hyphens in compound words, e.g. spokes-person and note-taker. They are better for text-readers and for visual readers as well. Month words in dates. US voices say October in 10/04/2009. Times as 3:30am. Other versions say dot or point and am as a word. Dont use: Dashes, which will be spoken or ignored, or even said as minus in 7-18 years. You need to write 7 to 18 years. Asterisks and slashes, which will be spoken. Curly or smart quotation marks. Opening single quotes sometimes say back-quote. Roman numerals which are said as letters or words. No for Number as in Registered Charity No. Golden Rules. Read your documents aloud and insert punctuation where you pause naturally. Listen with a screen or text reader, remembering that voices differ in their oddities. Voice references. Microsoft Sam, Mike & Mary (US) come in free text-readers, e.g. Natural Reader: HYPERLINK "http://www.naturalreaders.com/"http://www.naturalreaders.com/ RealSpeak Nuance (Scansoft) Daniel and Emily used to be in TextHelp Read & Write Gold and are currently supplied in ClaroSoftware ClaroRead with other voices: HYPERLINK "http://www.clarosoftware.com/faq_info.php?cPath=355&tab=x" \l "voices"http://www.clarosoftware.com/faq_info.php?cPath=355&tab=x#voices Texthelp Tim and Tina are new Cereproc voices in Read & Write Gold 9. HYPERLINK "http://www.texthelp.com"http://www.texthelp.com NeoSpeech. Kate and Paul (US) . are in Kurzweil products. Enter sample words. HYPERLINK "http://www.neospeech.com/"http://www.neospeech.com/ CereProc. Sarah (Southern English) Heather (Scottish English) , Katherine (American English), Sue (Black Country), Kirsty (Scottish English). Enter sample words. HYPERLINK "http://www.cereproc.com"http://www.cereproc.com Acapela. Graham, Lucy, Peter, Rachel are in Iansyst CapturaTalk. Enter sample words. HYPERLINK "http://www.acapela-group.com/english-uk-35-text-to-voice.html"http://www.acapela-group.com/english-uk-35-text-to-voice.html A week in the life of a Learning Technology Advisor at Edinburgh University Bruce Darby is the Technology Advisor at the University of Edinburghs Disability Office. Bruce is the one staff member at the University of Edinburghs Disability Office dealing with technology issues for students. My week started with a demonstration of Dragon NaturallySpeaking, voice recognition software, for a student from France. We wanted to see if his strong French accent would prove difficult for the new version of Dragon, so I trained him and got him dictating using the programme. Dragon version 10 seems to be much more powerful and instantly recognised words that older versions have struggled with - and it handled his accent perfectly. Next were several training sessions for students on mind mapping with Inspiration and studying using TextHelp. With the new version 9 of TextHelp I also set up training for advisors to keep all our skills up-to-date and to enable the Disability Office to renew our certification. There doesnt seem to be a typical week for a Technology Advisor. We all have other parts to our jobs supporting computer networks, advising on web site accessibility or, for me, keeping our database and internal office systems working. These bespoke software applications, written in house, pass information to Registry, to academics and other colleagues to ensure that students receive the reasonable adjustments they need, such as extra time in exams. As there is a little less student contact in our second semester, I can look to other aspects of my post. This week I organised a demonstration and discussion about Apple Macs and assistive technology with the help of an equipment supplier. My colleagues and I also visited another department for a demonstration of note taking technology, including digital pens, tablet PCs and software to convert handwriting to text. We have a large pool of equipment that we loan to students waiting for their own equipment through the Disabled Students Allowance, or for those who are unable to apply for it. So this week Ive been looking at a laptop thats been on loan and has been returned as it has been making a very loud whistling noise! Ive been dealing with returned Olympus DS-30 digital recorders, checked them and sent them back out to new students immediately. Im eagerly anticipating the next meeting of technology advisors in Scotland. We meet once or twice a year to explore new and existing technology and share our thoughts and experiences. It is essential to have access to peer support if you are the only Technology Advisor in your service. No time to tidy my room so unfortunately thats going to have to wait for another week! Computing classes for visually impaired learners a success story at Borders College Sam Anderson is a lecturer at Borders College in the Access department. After a number of enquiries from visually impaired people in relation to learning provision at Borders College, the college decided to run a course which started in 2005. The course was structured to meet individual user needs. I had previously been on adaptive software training course and was familiar with screen reading programs such as JAWS and HAL as well as a number of screen magnification programs. It was decided that we would use JAWS as our main means of access, particularly for those learners who had little or no vision. As all the learners were looking to move into employment we introduced them to Access Level courses. Initially we had six students who started the course. Four of the students had no previous computer experience. This provided a number of challenges, for example, it was important to develop keyboard skills for those students who had no experience of computing but would be dependent on using screen reading software to assist them in their studies. We also had to ensure that all our learning materials were electronic, accessible and could be read by screen reading software. As you can imagine, learning new keyboard keys, screen reading software as well as new learning material was hard work for all involved. Over time the course has developed and improved from its early days. Both the staff and our students have learned a great deal and the course has grown from strength to strength. One major improvement is that we adapted the course for those learners who want to learn basic computing skills, particularly some of our mature students, but do not necessarily see employment as their main goal. Instead some students are using their new skills to keep in touch with friends and family through email and accessing the internet. This in itself is a great achievement. It is fair to say that most of our students had limited or no computer experience when they started the course. However, with time and effort they are becoming proficient users. A major achievement for us and the group was when we won the Scottish Adult learners Award in 2007. We are now about to move into a new campus in Galashiels and with this move we are going to offer students the chance to use Guide software as this seems an easier application for students to learn and use at home. We are also using the AccessApps on USB stick and students are finding the applications very helpful. The screen reading (NVDA) and screen magnification software (DesktopZoom), as well as the touch typing program (TypeFaster) are the most popular. The main benefit is the portability of AccessApps which allows students to use the software in college and at home. Some of our more experienced students have recently been using WebbIE a text based web browser as well as accessible pod casting. These programs bring a wealth of new opportunities to our learners which didnt exist a few years ago. I thought you would be interested to hear from one of our students. Bill has been blind for over 20 years and started the course in 2005. He has written his story using JAWS screen reading software. Bills story a learners perspective The following is a brief summary of the learning of computer skills since joining the class back in September 2005. At the start various screen readers were tried out whilst creating word documents practising using the keyboard. The JAWS program was chosen and has been used for the class since that time. As I became more competent I tried using Windows Media Player and was reasonable successful. I have all my music collection stored and create playlists for my mp3 and duplicate discs for use in the car. Accessing the internet, to specific sites then doing searches on Google and Yahoo followed. This latest session has seen the introduction of the WebbIE browser. I also use the pod casting software to use the BBCs iPlayer. This a great deal easier than going through the links etc. on the full BBC website. The last couple of months has seen the introduction of a program called Guide which seems a much easier system to master as prompts are continually displayed thus removing the need for retaining so much in ones memory as you progress Since the class started I have made posters, learned how change fonts, colours etc, as well as email and word processing. I have thoroughly enjoyed it. Events ICT and Inclusion 2009 Allan Wilson is the Information Officer at CALL Scotland. CALL Scotland (formerly the CALL Centre), based in Edinburgh Universitys Moray House School of Education, has been running the free ICT and Inclusion roadshow since 2001. Each year we have taken a group of the leading UK suppliers of software and computer technology to support students with additional support needs to venues in different parts of the country. This gives teachers, lecturers, therapists, parents and anyone with an interest in this area an opportunity to see the latest technology in a relaxed atmosphere where suppliers have time to talk and answer any questions. Dates and venues for this year are as follows: 16th June, Ross County FC, Dingwall 17th June, CALL Scotland, Moray House School of Education, Edinburgh 18th June, George Moore Building, Glasgow Caledonian University This year we are delighted to be collaborating with the JISC Regional Support Centres to make ICT and Inclusion even more relevant for people from Further and Higher Education. Craig Mill will be giving presentations on the new AccessApps for Additional Support Needs that he has been developing with JISC RSC - Scotland N & S. Margaret McKay from JISC Scotland S & W and Jen Fuller from Glasgow Caledonian will be describing the CALM (Creating Accessible Learning Materials) project in another session in Glasgow. The Edinburgh day will also include a presentation by staff from BRITE. Further information is available from  HYPERLINK "http://www.ictandinclusion.org.uk" http://www.ictandinclusion.org.uk Probably the best e-Inclusion event in the world! Be inspired at our workshops and presentations by the leading stars in Inclusion! We are absolutely delighted to have attracted the top UK accessibility and inclusion speakers to our Scottish event: JISC TechDis, JISC Legal, BRITE, The University of Southampton, Glasgow Caledonian University, Scotlands Colleges, Glasgow Metropolitan as well as experts with a users perspective. This dream team of accessibility gurus will share their experiences, inform, challenge your thinking but most of all they will inspire you! Welcome to The Inclusion Zone Come and ask the experts! We have designated a large area called The Inclusion Zone, dedicated to 8 of the leading assistive technology and ergonomic resources suppliers in Scotland. Throughout the day there will be opportunities for delegates to have one-on-one sessions and hands on workshops run by the people in the know providing you with advice and guidance on supporting students and staff in your institution! As well as lunch and refreshments throughout the day, each delegate will receive a funky RSC laptop bag full of useful information and goodies including a 2 Gb AccessApps pendrive. There is also a chance to win a valuable prize in our Ask the Experts competition. This event will provide support, advice and guidance which will be of relevance to those with responsibility for equality & diversity, learning & teaching, disability advice,occupational health, health & safety and inclusive design. There are only 70 spaces available for this prestigious event so please book early to avoid disappointment.  HYPERLINK "http://www.rsc-sw-scotland.ac.uk/SpecialEvents.htm" http://www.rsc-sw-scotland.ac.uk/SpecialEvents.htm Accredited TextHelp training The training session will be led by Jackie Prentice of TextHELP and will cover the new features in Read & Write Gold Version 9. This is an accredited TextHELP training course which explores Read &Write Gold, a literacy support tool designed to assist students who have literacy difficulties such as dyslexia. On completion of the course you will have the opportunity to complete the TextHELP training accreditation exam. To book your place go to:  HYPERLINK "http://tinyurl.com/dky4a6" http://tinyurl.com/dky4a6 Keeping CALM @THE MET! By Janis Carson, Vice Principal Glasgow Metropolitan College. Developing a strategy to address the personalised needs of learners, the equalities agendas, widening access and inclusiveness objectives at the same time as complying with legislative demands can be a tall order for College senior management teams. Implementing the high ideals committed to in our strategic plans can be even more of a nightmare when it comes to implementation. We sought to address these challenges in very practical and real terms. CALM (Creating Accessible Learning Materials) Project was initiated as part of a whole college strategic commitment to inclusion and as a drive towards a comprehensive modernisation of learning resources within the College. We took the decision to ring fence a significant sum of money to digitize learning and teaching materials cross college and built into this concept the need to address issues of equalities, of format, copyright and plain English to agreed College quality assurance standards. The objective was to have materials in an accessible, electronic format which meant we had to: proactively respond to the duties laid out in the Disability Discrimination Act 2005 increase staff uptake of the Colleges VLE which is Blackboard reduce the large (and growing) number of requests for note-takers present learning and teaching materials in an accessible, College-branded format. The project brought together two members of staff whose College-wide remits matched the aims of the project: Pauline Halligan, Equalities & Staff Development Manager, and Jen Fuller, e-Learning Technologist. Margaret McKay, eAdvisor: Access & Inclusion at JISC RSC SW Scotland was heavily involved in advising the project initiation and early training sessions. In its first year CALM was established as a College wide staff development initiative, aiming to train all academic and key clerical staff to create and maintain accessible electronic resources and present them in the College house style. Over the year all academic staff and key clerical/support staff were asked to attend a half day training session where they would learn: Accessibility Why? The legislative, business and personal case for being accessible. An emphasis on the DDA 2005 with the recognition that accessibility in information is as important as other environmental concerns. Accessibility How? Staff would learn some ways that they can alter teaching practice to be more inclusive to varied learners needs and preferences. This involves some case studies as well as practical examples of small changes which can increase accessibility and inclusion. e-Learning & Accessibility Staff received a demonstration of some interactive e-learning resources that can be integrated and repurposed to enhance their learning and teaching materials. At the training session staff were provided with a folder of supporting materials and a pen drive with accessible templates uploaded. To ensure that staff were fully supported in digitising their materials, all clerical/support staff who had any involvement in the creation of learning and teaching materials were trained at the start of the year. In addition, two new members of staff were hired to support the project in reformatting material and enhancing content. Sustainable CALM At its core the project is very student focused with accessibility and quality of materials as its prime objectives. Digitising has also allowed the Support for Learning Division to utilise assistive technologies and software to meet student needs. The CALM Team (Contributed by Margaret Mckay e-learning advisor for Access and Inclusion at the Regional Support Centre, Scotland, South and West.)  HYPERLINK "http://www.rsc-ne-scotland.org.uk/learntech/?p=275" \o "Permanent Link to Finding Information Part 1 - Google Advanced Search" Getting the best from Google hints and tips to improving your web search Carol Walker is the technical advisor at the JISC Regional Support Centre, Scotland North and East. In this article Carol highlights some useful tips to get the best from Google using the Advanced Search. . You know somethings mainstream when it becomes a verb - Ill just google it meaning Ill search the web for something using Google. And using Google, youll quickly find information with it, but is it the information youre looking for? With a few simple techniques you can improve the relevance of the information it returns to you. In this short guide Ill show you how to search for phrases, documents like Microsoft PowerPoint and Word and finally how to restrict the domains you search (by this I mean the suffix at the end of a web address, ac.uk, org.uk etc) - useful for narrowing down your search to academic communities. To get started Click on the advanced search link on the main Google page. Step 1. Put what you are looking for into the field labelled this exact wording or phrase. In this example I was looking for QR codes. This forces Google to return this exact phrase. In a normal search Google would return the terms QR and codes but not necessarily together on the same page so this is possibly not relevant. This narrows the returned results down from about 8 Million to 200 thousand. Im sure youll agree its a big difference. Step 2. You can search for different file-types in Google, ranging from PDFs, Word documents and PowerPoint. You can see a full list from the dropdown box. In this example Im looking for PowerPoint files. Step 3. One of the most useful techniques to bring back the most relevant information is to restrict your searching by domain name. If I was only interested in finding out about QR codes in the UK academic community I could restrict the domain search to ac.uk. Every tertiary education institution in the UK has a .ac.uk domain and if I wanted to do a similar search for sites in the United States, Id replace ac.uk with edu. I can further restrict the domain search by going up another level. I know the University of Bath are doing a lot of work with QR codes at the moment so I could restrict my search by typing in bath.ac.uk. This would only return results for the QR codes at the University of Bath. Step 4. When youve got your search set up hit the Advanced Search button to retrieve your results. Step 5. Not really a step more of an observation. The code here is the syntax for your search query. If you remember this you dont actually have to go into the advanced search page at all. You can do it directly from Googles main page or the Google toolbar if youve got that installed on your browser. Its not as scary as it looks and it pretty easy to remember once you get used to it. In the main Google page Ive typed this query into the search box. Im telling Google to search for the exact phrase qr codes. Ive done this by enclosing it in quotation marks. I then restrict the domain search to the academic community in the UK by typing the the term site: ac.uk and finally Im only looking for PowerPoint files. I do this by typing file-type:ppt. Three simple techniques in a nutshell to improve the (potential) relevancy of your searches: phrases, domain restriction and filetype. Providing student feedback by video Martin Hawksey is the e-Learning Advisor for Higher Education at the JISC Regional Support Centre, Scotland North and East. Martin explains how to provide video feedback for students. Recent Times Higher Education (THE) Award winner Russell Stannard has gained much notoriety for his use of video feedback on student assignments. Russell promotes the use of screen recorder software to record the tutors evaluation of a piece of students work. You can see an example  HYPERLINK "http://www.youtube.com/watch?v=EZ1y4t6ggQs" by going watching this YouTube video:  HYPERLINK "http://www.youtube.com/watch?v=EZ1y4t6ggQs" http://www.youtube.com/watch?v=EZ1y4t6ggQs I was first made aware of Russells work in late 2006 when  HYPERLINK "http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=207117" I read an article in the THE titled can we do this? At the time I was confident that the screen recording software was freely available ( HYPERLINK "http://camstudio.org/" CamStudio was at the top of my list), but I was unsure about how and where the video files could be securely hosted or delivered and consequently the idea wasnt taken any further. Two years on, and if I was to be asked the same question today, my answer would be  HYPERLINK "http://www.tokbox.com/" TokBox. TokBox is a free web service which not only allows you to talk to your friends via a live video link but also allows you to record and send videomails. Before I talk about how you might implement Russells model there is one other additional piece of software I need to introduce. A key element of video feedback is to capture the screen desktop as the tutor works their way through an electronic copy of a piece of students work. To use TokBox you need a way of streaming your desktop. The solution is to use a virtual webcam. Virtual webcam software allows you to trick your computer into thinking your desktop is a webcam (confused? - my example at the end of this post hopefully explains all). The virtual webcam software I like to use, and is which is also free, is  HYPERLINK "http://www.manycam.com" ManyCam. So back to the main topic - to implement Russell Stannards model there are two directions you can take. The first option is to give a student live feedback. To do this you need to register with TokBox (its free) which will generate a dedicate link. This dedicated link can either be to the TokBox site or (and this feature really impressed me) or you can embed it into your own website! You wouldthen direct the student to the link at a specified time and talk through their assignment. The second option is to record a voicemail message. With this option you would record your desktop as you talked through a students assignment. TokBox then allows you to email a person, or a list of people, a link to the recorded voicemail. Worried that the perennial problem of students never checking their feedback will mean they will never follow the link to their feedback? Fear not - TokBox will email you when the voicemail has been picked up (I hope you are impressed - I was). (Article ends) Mac-cessible? Kellie Mote is the Assistive Technology Information and Development Officer at BRITE. In this article Kellie explores the range of accessible features in Macs. When you think of the assistive technology regularly used in your college, theres a good chance that it is being used on PCs. Have you considered what options exist for students who would benefit from assistive technology, but who are using a Mac - perhaps as a requirement of their course, e.g. graphic design, multimedia, music etc? The majority of assistive software titles are available only for PC. However, with the resurgence in the popularity of Macs, more choice has become available and the functionality of these is improving. Here, Ill outline some key assistive features which are conveniently included in the Mac operating system (OSX) before focussing on some software to support literacy and to enable voice recognition. For more detailed information about the full range of assistive software available for the Mac, get in touch with us at BRITE. Mac Universal Access Features Before considering some third party products, you may be aware that, while Apple products are often more expensive than their PC counterparts, lots of additional applications (apps) tend to be included in the box these are often fun things to use at home. You may be surprised to know that OSX also includes some useful accessibility features. All of these can be found in the System Preferences area under the Universal Access section. As there are no third party screenreaders or magnification programmes for Mac users who are blind, or who have low vision, Apple has included a built-in screenreader called VoiceOver and a screen magnifier, Zoom. While VoiceOver may not be as powerful as a sophisticated system with years of development like JAWs, it is an impressive feature, providing access via speech output to the majority of applications, on-screen text and websites. The most significant improvement in the most recent release of OSX - Leopard 10.5 - is the addition of Alex, a new high quality synthetic voice. This voice can be used with both VoiceOver and with the text-to-speech feature in the TextEdit word processor. Zoom is a fairly basic magnifier in that it doesnt offer a range of colour combinations, however it does have a good range of magnification levels and is easily controlled using keyboard shortcuts. The system colours can be switched to black and white and high contrast white-on-black. There is also a handy tool to increase the size of the mouse pointer. Other Universal Access features include visual alerts which replace auditory alerts for students with a hearing loss, and adjustable keyboard settings for student who have difficulties with motor control. Note that changing the theme colours of the OS is not easy. Only one alternative colour scheme is offered. Approach third party apps which change the theme colours with extreme caution they will likely overwrite the existing theme. Ive not been tempted to risk this yet! Literacy Support For students who require text-to-speech to listen to documents, TextEdit, the word processing application that comes with the Mac OS has a speech option. Again, the high quality voice, Alex, can be used to read out text. The Dictionary provides instant access to a number of dictionaries, including a speedy shortcut to Wikipedia when students are online. There is also a handy shortcut to set up preferred colours in documents and to create a folder of fonts suited to the students preferences. For the student who requires more features than text-to-speech, there are further options. Space doesnt permit me to look at all of these now, but two you may come across are Texthelp Read and Write Gold for Mac and ClaroRead for Mac. Other literacy support tools for Mac include: Clicker; Co:Writer; GhostReader and Kurzweil 3000. Texthelp provides a version of Read and Write Gold for Mac. Its important to note that it is significantly different in appearance to the version of Read and Write Gold available for PC. Rather than a floating toolbar which sits on top of the application the student is using, the student needs to use a special Read and Write work area and then export text back into the original document when finished. Fewer features are available than in the PC version, although popular ones like word prediction, the speechmaker audio file creator, the homophone checker and OCR scanning software are included. The Texthelp website provides a product matrix where you can compare the features available in the different versions. ClaroRead for Mac is a regularly-updated literacy support tool which is closely integrated with MS Word for Mac (note that youll need to purchase Word as its not included on the Mac when you buy it). Four additional high quality voices are included, one of which is the Scottish voice, Heather. As well as text-to-speech and shortcuts to alter the appearance of text, ClaroRead for Mac also has a Save audio feature, which converts text to speech then saves the resulting audio as a file in iTunes. ClaroRead Plus for Mac includes OmnipageX OCR scanning software. Voice Recognition Macs do have a limited amount of voice recognition built in to the system (find it under System Preferences and Speech). However, to dictate documents and assume voice control of the Mac, there is an app called MacSpeech Dictate. Earlier versions of this product were called iListen. In recent years this app has been significantly developed and now uses technology from Nuance, home of Dragon Naturally Speaking for PC. As its a relatively new product, MacSpeech isnt quite as advanced as Dragon. Its probably currently comparable to version 8 of DNS. The rapid rate of development in recent years suggests that this gap in performance between the two products could be closed in the near future. Apparently, it is possible to use Dragon to dictate into Mac apps by creating a bridge using Parallels Virtual PC software and a free add-on called SpeakIn. I havent tried this, so cant vouch for how easy it is! There is more information about this on the ClaroSoftware website. More on Macs If you would like more information about a wider range of assistive technology for the Mac, contact me at  HYPERLINK "mailto:kmote@brite.ac.uk" kmote@brite.ac.uk. Also let me know if youd be interested in a re-run of our popular Mac Accessibility seminar, during which you can have a hands-on experience with Universal Access features and key third party apps. A quick Google with unearth all the products mentioned above. For comprehensive, up-to-date information about third party apps and Universal Access features, visit the following links:  HYPERLINK "http://guide.apple.com/" http://guide.apple.com/ and  HYPERLINK "http://www.apple.com/accessibility/" http://www.apple.com/accessibility/ Kellie Mote Assistive Technology Information and Development Officer The BRITE Centre, SCE Campus Bankhead Avenue, Edinburgh EH11 4DE  HYPERLINK "http://www.brite.ac.uk" www.brite.ac.uk News: New in Assistive Technology Online inclusion forum With over 200 members from all the UK the Inclusion Forum is an innovative and exciting meeting place for anyone interested in inclusion issues and education. The forum features a range of interest groups including dyslexia, assistive technology and alternative formats. With contributions from AbilityNet and the JISC RSC you can also get access to over 25 videos featuring alternative keyboard and mouse access, information about digital talking books and creating accessible web pages. Why not join up and become involved in the interesting discussions or even contribute your own article its free! To find out more go to:  HYPERLINK "http://inclusive.ning.com/" http://inclusive.ning.com/ Accessible Twitter According to the market research company Nielsen Online, Twitter grew by 1,689% from February 2008 to February 2009. This means there are now more than 1.78 million people twittering! It is also estimated that Twitter attracts thousands of new users every day. However, there are some accessibility issues with Twitter which could prevent some, particularly screen reader users, from experiencing the full benefits of Twitter. A new accessible Twitter is now available, albeit in Beta version. This contains simple, consistent layout and navigation with appropriate headings, page titles and accessible forms to assist screen reader users. If you have an account you can use your existing username and password. To find out more visit  HYPERLINK "http://www.accessibletwitter.com/" http://www.accessibletwitter.com/ JISC TechDis Online Accessibility Audits JISC TechDis offer a series of six role related online self evaluations suitable for a wide range of teaching institutions and learning providers. For each role, i.e., senior managers, network managers, library staff, marketing managers, learning support managers and learning technologists, the self evaluations allow individuals to explore ways in which accessibility and inclusion can be integrated into mainstream teaching, learning and institutional processes. If youre interested in taking part you can find out more by visiting:  HYPERLINK "http://www.techdis.ac.uk/getevaluated" http://www.techdis.ac.uk/getevaluated You can also view a demonstration by Alistair McNaught of JISC TechDis which gives a brief overview of the review process. To view the demonstration go to:  HYPERLINK "http://tinyurl.com/cuo9pv" http://tinyurl.com/cuo9pv Teaching Inclusively using Technology modules now available online A suite of new learning resources is now available online courtesy of the successful JISC/ Higher Education Academy Collaboration initiative. Each module shows how resources and methods can be adapted with technology, to deliver teaching more inclusively to the widest possible audience. The modules in the JISC TechDis Teaching Inclusively Using Technology series have five constituent elements. These are: Preparing Your Learning; Delivering Learning (Lecture/ Classroom); Delivering Learning (Practical/ Fieldwork/ Placement); Delivering Learning (Online); and Assessing Learning. Featuring illustrative and time-saving presentations these modules are already benefiting people delivering higher education. Different, tailored versions of the modules have also been designed by Higher Education Academy Subject Centre and JISC Regional Support Centre (RSC) staff, to broaden their appeal and reach learners and teachers with different specialisms. The different Teaching Inclusively Using Technology versions include: Teaching Inclusively Using Technology (Generic Version); Teaching Economics Inclusively Using Technology; Teaching Art, Design and Media Inclusively Using Technology; Teaching Information and Computer Sciences Inclusively Using Technology; Teaching Physical Sciences Inclusively Using Technology; and Teaching HE in FE Inclusively Using Technology. This series has been widely welcomed and interest has been expressed in extending the series to cover Health Sciences, English, and History, Classics and Archaeology. Easy YouTube Although YouTube has a world-wide appeal it has traditionally been unsuitable for people with cognitive difficulties and developmental delays. This is because the navigation buttons on the YouTube video window e.g., play, stop, slide bar, are difficult to access for people who use a switch system to access a computer. Easy YouTube provides an accessible way to search, load and play YouTube videos for a range of users, including those who use a switch access system. The Easy YouTube interface features large buttons, which are appropriate labelled, e.g., play, stop, forward etc, as well as an easy search and load video facility. Easy YouTube is also accessible to screen readers for example JAWS, which will read aloud the labels on the navigation buttons. Create text to MP3 format Probably better known for converting audio and video files, Zamzar now converts text to MP3 format in 3 easy steps. Zamzar will convert popular file formats including Word, PDF and web pages. The process is straightforward. Fist of all identify and upload the file you want to convert, then select the MP3 option under Step 2 and finally enter your email address. When the file is converted youll receive an email with a link to collect your MP3 file. As easy as one, two, three! 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